Self-Assessment: Critical Skills for Inclusion Practitioners Developed by Kathy Obear, Ed. D., 2014

Transcription

1 Self-Assessment: Critical Skills for Inclusion Practitioners Developed by Kathy Obear, Ed. D., 2014 Directions: Read each of the following and rate how often you currently practice these skills: 1= Never 2 = Rarely 3= Occasionally 4= Often 5= Always A. Use an Inclusion Lens to both observe and respond effectively to group dynamics. 1. I intentionally notice/track the various privileged and marginalized group memberships of others during meetings, conversations, etc. 2. I intentionally use an Inclusion Lens to notice/track how people interact with each other, including: whose ideas get attended; whose ideas are ignored/dismissed; who interrupts; who gets interrupted; who is given leadership; how much air time people use; how people react verbally and nonverbally as others share; how decisions get made, who has eye contact with whom; to whom do people direct their comments, etc. 3. I describe the details or facts of what I observe/pan without judgment, assumption, interpretation or conclusions. 4. I notice what issues of diversity are discussed effectively and which ones are ignored or not addressed productively. 5. I introduce topics or issues related to diversity, equity, and inclusion that others do not seem to raise or bring up. 6. I respond effectively when I notice stereotypic and/or exclusionary comments and behaviors in meetings. 7. I am aware of how people may experience and interpret comments and nonverbal behaviors differently based upon their cultural perspective, and their experiences in their multiple privileged and marginalized groups. B. Engage others effectively 8. I encourage group members to participate and engage them in the process. 9. I use effective listening and communication techniques, including clarifying, paraphrasing, open-ended questions, etc. 1

2 10. I use Connecting Language that bridges one person s comments to another s. 11. I demonstrate empathy effectively. 12. I am able to relate in and see myself in others to find compassion and make a connection with them, rather than judging them or distancing from them. 13. I use silence effectively. 14. I effectively use my tone of voice and nonverbal behavior to engage others. 15. I use humor appropriately and effectively. 16. I use self-disclosure and share feelings, thoughts, opinions, and personal experiences effectively. 17. I acknowledge and appreciate people s participation. 18. I summarize discussions and make transitions effectively. 19. I effectively move discussions along and keep the group focused and on track. 20. I effectively include all members in the discussion. 21. If I believe a member(s) has been overlooked or excluded I intervene to either indirectly bring them into the conversation or more directly note the group dynamic. 22. I effectively find some relevant point in participant comments, even those that seem way off the topic. 23. If I believe someone is on a tangent, I can effectively acknowledge their point, and redirect the conversation back to the group s topic. 24. I effectively help participants recognize assumptions and help them differentiate between observable facts and interpretations. 25. I minimize how much I use the telling style, and maximize how often I pose questions or dilemmas to facilitate dialogue among group members. 26. I easily go with the flow and am flexible with the agenda as I adjust to the needs of the group in the moment. 2

3 27. I can meet people where they are and not demand or expect them to be farther along in their understanding or skill development. 28. I effectively name and discuss group dynamics among members in the moment and use them as teachable moments to facilitate deeper understanding and learning. 29. I can let go of the outcome and trust the process knowing learning takes place even when I do not recognize it happening in the moment. C. Facilitating discussions with an Inclusion Lens 30. I talk about the college s commitment to diversity and inclusion. 31. I state that it is everyone s responsibility to help create a campus climate that is respectful and inclusive for all community members. 32. I effectively discuss the common daily indignities and micro-aggressions that people from marginalized groups experience on campus. 33. I effectively discuss specific behaviors and actions that help create an inclusive campus environment. 34. I consistently demonstrate respect for all participants across privileged and marginalized group memberships. D. Responding in difficult dialogues with an Inclusion Lens 35. I effectively navigate discussions where group members are feeling and expressing deep emotions, including anger, sadness, fear, frustration, hopelessness, etc. 36. I am able to be in the moment ~ fully present and focused on what is happening in the group and in myself during difficult dialogues. 37. I effectively respond to participant behaviors I believe are distracting, including dominating, interrupting, side-tracking, side conversations, etc. 38. I acknowledge comments which sound inappropriate or triggering. 39. I engage people in dialogue when I experience one of their comments as inappropriate or triggering. 3

4 40. I recognize that resistance and challenges from group members are often doorways to deeper understanding and learning for the group. 41. I effectively navigate conflict and disagreement among group members. 42. I respond effectively to challenges and engage resistance from group members without taking it personally or feeling deeply triggered. 43. I can use triggering events as teachable moments for the group. E. Use an Inclusion Lens to analyze current policies, practices, services, programs, and marketing/media 44. I recognize what identity groups will most likely have their needs met given a specific policy, practice or program. 45. I recognize what identity groups might not have their needs met given a specific policy, practice or program. 46. I recognize possible unintended negative differential impact across group memberships given a specific policy, practice or program. 47. I track current utilization of programs and services within your area by group membership. 48. I continually gather data about the impact, perceptions, and experiences of the programs, services, climate, etc., by group membership. 49. I use these data to continually evaluate and revise current programs, services, practices, procedures, facilities, etc., to ensure inclusion for the full breadth of students, staff and faculty you served through our area. 50. I create process maps of current programs, services, policies, procedures, norms, unwritten rules, etc., to identify where they currently create inclusion as well as areas needing greater equity. 51. I identify the discretionary points where unintended bias could result in differential treatment and experiences in planning and decision-making processes, hiring and development practices, programs and services, policies, procedures, etc. 52. I continually research national/international trends and promising practices from peer institutions and other campus departments. 4

5 F. My self-work as an Inclusion Practitioner 53. I am aware of my biases, assumptions, and stereotypes for the full range of privileged and marginalized groups. 54. I continually interrupt, reframe, and unlearn my biases, stereotypes, and assumptions about members of privileged and marginalized groups. 55. I understand how my various privileged and marginalized group memberships impact how I am perceived and experienced by others. 56. I understand how my various privileged and marginalized group memberships impact how I make meaning of situations, and then how I react/respond. 57. I am aware of how my beliefs about what is effective has been influenced by my socialization and experiences in my multiple privileged and marginalized group memberships (i.e., communication styles, decision making practices, dialogue skills, conflict resolution, training, meeting management, supervision, advising ) 58. I continuously use an Inclusion Lens to self-reflect to examine my behaviors, assumptions, feelings, and attitudes and their impact on others. 59. I continually seek and utilize feedback about my behaviors and attitudes from members of privileged and marginalized; and utilize their input to improve my practice. 60. I am aware of my early warning signals that I am beginning to feel triggered. 61. I am able to notice and navigate my own triggered feelings of anger, fear, stress, grief, etc., so that I do not work my issues on the group. 62. I am aware of my common triggers and their intrapersonal roots. 63. I actively do my work around my triggers: explore their roots; do my healing work; etc. 64. I actively expand my understanding of issues of diversity, equity and inclusion Kathy Obear, Alliance For Change Consulting Kathy@drkathyobear.com